UNR Program Chooses Pau-Wa-Lu Students

F ALL
INSIDE:
CMS 6th Graders Adjusting Well
3
Blurt Outs from CMS
4
20 14
Douglas Release Forms/Rule Change 4
Understanding Drop-Outs
5
Letter from NEW Education Coord.
5
1st Annual Native Youth Conference
7
Bordewich Goal is Attendance
8
ADDRESSING
Washoe Tribe of Nevada and California
Education
focus
W ASHO E T R IBA L YO U TH N EED S & PL AN TING S EE DS FO R A SM AR T FU TUR E.
UNR Program Chooses
Pau-Wa-Lu Students
Of all the schools to
choose outside of Washoe
County, the University of
Nevada/Reno has
“adopted” Gardnerville’s Pau Wa
Lu Middle School in offering its
pre-college workshops for middle
school students who hope to earn a
four-year degree.
Saundra Mitrovich, UNR’s Program Coordinator at the Center
for Student Cultural Diversity,
drew responses from the eight
students who came to Room C8, Native American Services, at
lunchtime: Each was thinking of
college and a possible career,
but few students had a plan for
how to get there.
They all quickly learned to write
down their goal and a vision
statement, and to see the importance of building a support
base of peers and adults.
Holding up the familiar games
Jenga and Mr. Potato Head, Ms.
Mitrovich demonstrated the need
to build a strong foundation for
Washoe Tribe of Nevada and California
yourself--and to stay adaptable to
changes--as you work toward your
goal.
Through the rest of the school
year, this “Start Thinking about
College” program will offer more
pre-college guidance on several
Thursdays at lunch. Students who
are first in their family to pursue a
college degree, and who qualify
for free and reduced lunch, are especially encouraged to join.
For a schedule of dates, or to learn
more about this program, contact
Barbara Garcia, Instructional Assistant II at PWLMS: 775-2656100 or bgarcia@dcsd.k12.nv.us.
University of Nevada, Reno
Its Mission:
Diversity (The Center) holds as
its primary mission to support the
larger University of Nevada, Reno mission to "Reflect and respect the rich ethnic and cultural
diversity of the citizens of Nevada in its academic programs, support programs, and in the composition of its faculty, administration, staff and student body."
The Center researches, designs
and implements unique programs
and services that promote recruitment and retention, the pursuit of
Education Focus Newsletter
academic success and graduation.
The Center's efforts expand cultural, historical and community
awareness and maintain an open,
safe and inclusive environment
for all students.
The Center for Student Cultural
Diversity measures the effectiveness of our services one graduate
at a time.
Services Provided:
The Center for Student Cultural
Diversity at the University of Nevada is unique within the Nevada
(Continued on page 2)
1
(Continued from page 1)
System of Higher Education &
serves as a comprehensive intercultural office providing outreach
& recruitment, retention support
services & co-curricular programming for prospective & continuing
students.
 Retention
 Outreach
 Programming
 Community Partnerships
 Annual Reports
 Info for Parents
 Scholarships
 Faculty Resources
Native American Scholarships
There are a number of scholarships
specifically targeted at students of
Native American descent.
 American Indian Education
Foundation
 American Indian Scholarship
 Association of American Indian Affairs (AAIA)
 Bureau of Indian Education
 Catching the Dream
 Frances Craword Marvin
American Indian Scholarship
 The Gates Millennium Scholarship
 Native American Finance Officers Association
 Native American Journalists
Association
 Pyramid Lake Paiute Tribe
Higher Education Scholarship
 Walker River Paiute Tribe
Higher Education Scholarship
UNR Center for Student Cultural Diversity
Outreach and Retention Coordinator, Saundra Mitrovich
Mitrovich is currently working toward completing her master’s in Native American
Studies at the University of Oklahoma. Her
interests include examining all aspects of tribal sovereignty, increasing rates of attendance in higher education within the American Indian/Alaska Native community, and outreach and retention of both high school and college students.
Mitrovich is a first-generation college student and an alum of
both the Student Support Services program and McNair scholars
program in addition to the AmeriCorps Vista program where she
served in both the North Pole, Alaska and Nenana, Alaska communities.
She currently sits on numerous committees focused on preparing
American Indian/Alaska Native youth for higher education and is
a member of the National Indian Education Association.
promote academic success and
graduation from the University of
Nevada, Reno
Programs
 Early outreach to middle and
high school students
 Spring Pow wow
 Indian Education Summit
 Nike N7
 College Life 101 Retention
Program
 Services
 Focused study environment
 Advisement and referral for
academics, leadership training,
financial assistance and perIntertribal Higher Education
sonal support
Program
 Direction toward scholarships
The mission of the Intertribal
available to American Indian/
Higher Education Program is to
Alaska Native UNR students
assist Native American students to  Assist students with the proobtain a university education by
cess of enrollment
providing recruitment and reten Native American Student
tion services and activities that
Washoe Tribe of Nevada and California
Education Focus Newsletter
Organization (NASO)
The Native American Student Organization is comprised of Native
and non-Native University of Nevada, Reno Students. The purpose
of the organization is to bring Native and Non-native students together to learn about each other's
cultures. As the UNR Pow wow
grows as one of the premiere cultural events in Northern Nevada,
The Center for Student Cultural
Diversity seeks assistance from
student groups dedicated to its
planning and coordination. Any
UNR student who would like to
commit to the planning and implementation of the pow wow should
contact the Native American Student Organization.
For more information on the Intertribal Higher Education Program,
please contact Saundra Mitrovich
at smitrovich@unr.edu
2
Carson Middle School Sixth Graders
Adjusting Well to New Challenges!
N
o doubt summer is over
for real. The students
are back to school and
ready for their first report cards
at the end of the quarter which is
October 17, 2014. Usually beginning Middle School is especially challenging for sixth grade
students because they now
change classes seven times a
day . Plus they have the experience of learning from at least six
teachers instead of just
Ashley Wood plays Basone.
ketball on the 7th
grade girls team for
Carson Middle School.
Toni Ahdunko and
Tezia Boice making the
8th grade girls
basketball team at
CMS
I am pleased to
announce that
this year our Native American sixth graders are an
exception to the rule. They have all adjusted so well to their new schedule of traveling from class to class , teacher to teacher throughout the day. In fact they claim to love it!
Their grades show it too! In a few cases where a grade was dropping to a D they made smart choices
and went to lunch time study programs held by their individual teachers. Mostly the grades go up and
down, and pretty much up to A’s B’s , and C’s for all of our sixth grade students.
All of the students have visited the
Native American classroom and have attended
lunch time and after
school tutoring and
studying. Of course this
is what we want our
students to be doing;
but at the beginning of
the school year for this
age group the decision
making process is not
generally already in
place. Now the goal
from here is to keep the
consistency for continued success all the way
to eighth grade promotion!
Eighth grader
Hayden Hudson
taking studying
seriously.
Making good choices
...Sequoya Fillmore!
Washoe Tribe of Nevada and California
Education Focus Newsletter
3
Brief Blurt Outs from CMS
 Toni Ahdunko and Tezia Boice are playing





basketball on the 8th grade girls team for
CMS.
Ashley Wood is playing basketball on the 7th
grade girls team for CMS.
Way to Go Girls!!!!
Hayden Hudson, 8th grade student takes time
out to study his Washoe Language Notes!
Sequoya Fillmore had straight A's two weeks
Sixth graders at CMS
ago and is working hard to get her grades back
up to all A's!
attending Washoe
Students from all grades 6th, 7th, and 8th,
language and culture
come to Native American Classroom at CMS to study
class.
Washoe Language and Culture with Herman Fillmore. Last
week they ate Pine Nuts fresh from their pine cones and heard
stories in Washoe about Pine Nut Harvest Time and Places.
 The First Quarter of the year has passed quickly and with lots of
success stories. Stayed Tuned for More Positive as the school year
progresses.
Jan Claire
Mc Ewen
Ashley Wood taking 7th grade math seriously. My goal is to take candid shots
of all the Native American students
throughout the school year. An opportunity to take a peek at our students in
the day in the life of their school day!
CMS sixth grade
Native American
Students at Washoe
language class.
2014-15 Change in Rules for Release Forms in Douglas Schools
If your student attends a Douglas
County school served by Washoe
Tribal Education, even if he/she
had services last year, make sure
that you’ve signed a 2014-15 release form if you wish your student to receive Tribal Education
services.
Due to stronger privacy protecWashoe Tribe of Nevada and California
tions between the Douglas County
School District and Washoe Tribal Education, beginning last August, a new release form must be
signed each year by every child’s
parent or legal guardian. The form
also provides the name of Education Program staff member allowed to view the student’s
Education Focus Newsletter
grades, attendance, etc., at his/her
school.
If you need a 2014-15 release
form, or to get more information,
please call your child’s school and
ask to speak to your Tribal Education liaison. We will be happy to
assist you.
4
Understanding Why Students Drop Out of High
School, According to Their Own Report. An Excerpt
By Jonathan Jacob Doll, Zohreh Eslami,
Lynne Walters ; Published 7 November 2013
with Sage Journals
much longer process of leaving
school that began long before the
date that a student actually discontinues atten-dance. Historic
scholarship on school dropout
spans from as early as a 1927
monograph that labeled it “school
leaving” and associated those at
risk with possible mental inferiority (Fuller, 1927, p. 1). At the
same time, previous research has
explained dropout causes and
even cataloged dropout scholarship from the ensuing decades in
INTRODUCTION
terms of content and empirical
The cause of a student dropmerit (Dorn, 1993; Rumberger &
ping out is often termed as the
Lim, 2008; Short & Fitzsimmons,
antecedent of dropout because it
2007). However, never before
refers to the pivotal event which
have reports of students who
leads to dropout. This event,
dropped out been compared from
however, is the culmination of a
all the available nationally
representative dropout studies and then analyzed. What
follows will describe seven
nationally representative
studies on school dropout
and their findings. Also,
these studies will be anaello! I am the new Educalyzed using the framework
tion Coordinator for the
of push, pull, and falling
Washoe Tribe’s Education Deto succeed we answer questions,
out factors, as set forth by
partment. I am an accomplished
provide understanding, and seek
Jordan, Lara, and McPartpoet, artist and musician with
out what we don’t know until we
land (1994) and Watt and
two decades of experience in
know it and we teach it. We enRoessingh (1994), to detereducation. As an educator, I
gage with a child’s education, to
mine which types of factors
have seen students significantly
make learning dynamic, enjoyawere most prominent. The
increase their test scores, meet
ble, challenging and culturally
discussion section will posit
goals, and learn new skills in
relevant.
potential reasons for preexciting ways. I have published
My goal is to provide an exdominant types of factors,
many books of poetry, recorded
citing and productive learning
and the implications this
over twenty musical releases,
environment, where students
has on dropout scholarship
and performed as a musician at
become as successful as they are
in the past, present, and fuover 200 venues. I received a
hopeful—to be abundant in both.
ture.
Master’s of Fine Arts degree in
Educating the whole student and
Book Art and Creative Writing
Push, Pull, and Falling
advocating for families is my
from Mills College in California.
Out Factors of Dropout
focus. Please contact me if you
I live in Reno with my wife and
A framework was develhave any questions regarding the
our family of pets.
oped
by two groups of audepartment or if you would like
The position of Education
thors to explain reasons
to get involved. I can be reached
Coordinator oversees the Educawhy students drop out such
by email at rbortion Department and its daily
that they can be pushed,
ges@washoetanf.org or by
operations. The Education Depulled, or fall out of school
phone at 775-790-7515. Thank
partment staff is vital in provid(Jordan et al., 1994; Watt &
you for your time and I hope to
ing positive learning environRoessingh, 1994). These
hear from you soon.
ments for students. For students
accounts can be integrated
Regards, Rob Borges
A Letter From the
New Education
Coordinator
H
(Continued on page 6)
Washoe Tribe of Nevada and California
Education Focus Newsletter
5
(Continued from page 5)
Why Students Drop Out
to explain the overall dropout
experience.
Jordan et al. (1994) explained
pressures on students of push
and pull dropout factors. A student is pushed out when adverse
situations within the school environment lead to consequences,
ultimately resulting in dropout.
These include tests, attendance
and discipline policies, and even
consequences of poor behavior.
However, students can be pulled
out when factors inside the student divert them from completing school. These occur when
factors, such as financial worries,
out-of-school employment, family needs, or even family changes,
such as marriage or childbirth,
pull students away from school.
They can even include illnesses,
as these cause students to put a
greater value on something outside of school, and therefore they
do not complete school.
Watt and Roessingh (1994)
added a third factor called falling
out of school, which occurs
when a student does not show
significant academic progress in
schoolwork and becomes apathetic or even disillusioned with
school completion. It is not necessarily an active decision, but
rather a “side-effect of insufficient personal and educational
support” (p. 293). Also, more
than push or pull factors, falling
out factors highlight a process in
school dropout whereby the student gradually increases in behaviors or desires of academic
disengagement, yet without being forced out by the school (by
push factors) or lured out by
things they need or want (by pull
Washoe Tribe of Nevada and California
factors; Finn, 1989; Finn & Pannozzo, 1995). As a result, these
students eventually disappear or
fall out from the system.
The key difference between
push, pull, and falling out factors
has to do with agency. With push
factors, the school is the agent
whereby a student is removed
from school as a result of a consequence. With pull factors, the
student is the agent, such that
attractions or distractions lure
them out of school. Finally, with
falling out factors, neither the
student nor school is the agent.
Instead, circumstances exist that
neither the school nor the student
can remediate, and as a result,
the connection students have
with school gradually diminishes. Although there seems to
be a similarity between pull and
falling out factors in terms of
both involving an action of the
students, the definitive difference
is that pull factors have a distinct
object working as an attraction/
distraction that is sought by students, leading to dropout, whereas falling out factors lack this
attraction/distraction.
Discussion
Overall, the message from
many early studies from the
1950s to the 1980s was that students predominantly reported
dropout factors related to being
pulled away from schools. This
occurred in each student-focused
study, with the exception of
[one] which did not survey students on potent pull factors like
Pregnancy and Getting married.
The marked trend of highly
ranked pull factors continued
through [another study]. By
[this] time, however, the preva-
Education Focus Newsletter
lence in the reporting of pull factors (as well as the overriding
number of pull factors queried)
began to wane. In the NELS:88
[report], many 8th- to 10th-grade
students reported dropout factors
related to being pushed out of
school, whereas 10th to 12th
graders still reported pull out
factors. Also, administrators reported high rates of pull out factors for students between the 8thand 10th-grade years and that
falling out factors played the
most significant role in dropout
between the 10th- and 12thgrade years, which suggests that
jobs and family have a stronger
influence early on in school,
whereas apathy and disengagement from school settles in during later high school years.
For the full manuscript and citations, visit:
www.dropoutprevention.org
and click on the article title.
The Take Away
By Rob Borges
Education Coordinator, Washoe Tribe
of Nevada and California
There are many complex
reasons why a student drops
out of school. Whether we
know if they are being
pushed, pulled or if they are
falling out of school, our job
is to provide the support to
get them back on track; to
still become successful, productive members of the tribal, national and international
communities. If you have a
concern about a student who
is considering dropping out
of school, please let us know.
775-790-7515
6
First Annual Native Youth Conference Held
Written by Alicia Singleton
Emily Harper ‘Says’, “I thought
Carson Middle School 8th Grade Student the conference was great! I had
get out and preserve native land
because sooner or later it will be a
lots of fun. I met new people, won struggle to take back the land and
On November 14, 2014 The First prizes and learned about the Na- look back into the future to see
Annual Native Youth Conference tive culture. I loved the poetry
what our ancestors had seen and
was held at CVI in Gardnerville
part and it. It was a really nice
walked on. It’s neat in in my
Nevada. Native American Stuway to experience my feelings.” opinion to see what people did
dents attended from
back then to surDiamond Valley
vive.”
Alicia Singleton (center) with
School, Pau Wa Lu,
At the conferSAYS founder and staff members.
Douglas High School,
ence, I personally
Carson High School,
learned a lot about
Pioneer High School,
my education and
Pyramid Lake High
how to use my
School, Eagle Valley
voice. The speakMiddle School, and
ers taught me to
Carson Middle School
use my voice by
[59 in total].
using poetry. The
This Event was a
conference had
“Motivational Event”
three stations to
with highlights on calearn about poetry,
reer, college and vocacollege, and your
tional directions.The
future.
theme of our youth
The first one I
conference was “We Hear You”. In the beginning, the conference went to was the one where one of
started with an opening prayer by
Mih’iw dee’ dumb mel’e ~ We
the inspirational speakers taught
Majesta Roach and another CarHear You ~
us how to write poetry and we all
son high school student, Darnel
Michael Rowley speaking out
got to write our own, one I wrote
says, “I had a lot of fun, the con- George drumming while singing a was “My silence lives behind my
ference was great, I learned about cultural song. When Mr. Thacker, smile”.
college like how I could plan my the MC introduced Dr. Watson a The second group taught me that
schedule to however I want, and few younger women from the
ANYONE could achieve anything
Sacramento SAYS! Group
also the poets were amazing, all
including graduating high school
jumped up “Busting out Rhymes”
in all I enjoyed my time there.”
and going to college. They also
The key note speaker was Dr. Va- as best described by Bebop Mar- taught me that the Natives are losjra Watson. She and her partners tinez. These young women, once ing their land. To save their culfounded Sacramento Area Youth from rough neighborhoods, were ture they are having many differnow using very inspirational
Speaks which is known as
ent activities including the Tradiwords about their culture; and
“Says!” Dr. Watson wants to
tional Fishing day which teaches
what it was like for them when
give young people insight into
how to make fishing traps. They
they were our age.
their lives. She encourages stuare also very happy the Youth is
Gyesnia Medina, Pioneer HS students to write poetry to get a
continuing the tribal traditions.
dent, said “I learned a lot about
“handle on their future through
The last groups taught me about
the Native culture, and many othliteracy.” The group works with
college like how you can pick
er things that involved my future.
10,000 kids a year and we were
what days you want your classes
(Continued on page 8)
lucky to be a part of that number. I would say that I learned the
most about how important it is to
Washoe Tribe of Nevada and California
Education Focus Newsletter
7
and other things to do like play basketball. The speakers in that station
said that in the University of Nevada
they have a Native American group
that Natives can go to and interact
with each other. Overall, in my opinion it was a great experience to be
with other Native kids and visualize
about our future careers. I had an
amazing time and the bus ride was
also very fun.
Education Focus
Newsletter
Washoe Tribe of Nevada and California
c/o Washoe Native TANF
1246 Waterloo Lane
Gardnerville, NV 89410
(775) 782-6320
Fax (775) 782-6790
Email: rborges@washoetanf.org
www.washoetribe.us
Written by Cassandra Swab
Douglas High School, 10th Grade Student
I am very grateful for the opportunities my school gives me. Recently
being able to attend the “We Hear
You” Native American Youth Conference was an amazing experience. I
met many other students from different schools and learned many things.
The conference opened with the Sacramento Area Youth Group. The
group had recited some of their poetry about their experiences and culture. All of it was very inspirational.
The youth group also held the first
session where the students got to
write poetry. The next session was
learning about native culture. Learning about traditions, ceremonies and
our roots was a great way to learn
where we came from. The last session was about college motivation.
Hearing from actual college students
was very helpful. They have inspired
me to follow a path of success. I am
proud of my culture and who I am.
This conference has truly inspired
me.
Student Highlights and Remarks –
Pau Wa Lu Middle School,
Barbara Garcia
Our students were really excited
about this conference!-Barbara
Student remarks:
We got to eat good food.
SAYS group was my favorite – so
inspirational!
We got motivation to go to college.
There were prizes for listening.
The poetry was amazing!
I liked talking about Cultural.
The conference was set up nicely.
All the timing was perfect.
It would have been nice to have a
wrap-up at the end.
Attendance is goal for Bordewich Elementary students
Bordewich Elementary is off to a great start.
This year the Native Education Program is focusing on attendance. If a student can be present
everyday through the first 2 quarters they will
be put in a drawing for a Smart Digital Watch or
an Xbox 1. There are currently 15 of the 31 students who have perfect attendance.
IMPORTANT DATES TO NOTE:
November 6 will be the Awards Assembly for
the 1st quarter. Parents will be notified by the
teacher if their child will be receiving an award.
November 7 will be the yearly Dad's and
Washoe Tribe of Nevada and California
Grandpa's breakfast from 7:30-8:20 am.
This is where the students can bring in their dad
or grandfather and have breakfast with them.
November 27 and 28 is the start of Thanksgiving Break.
As always, if there are any questions feel free to
contact me Monday thru Friday 7:30-4:00 pm.
Aaron Thacker, Native American Advisor
Bordewich Elementary
athacker@carson.k12.nv.us
775.283.2464 / 775.309.3848
Education Focus Newsletter
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